Rozprawy doktorskie na temat „Emotions in adolescence”

Recent research on the early development of knowledge about emotions shows that young children's use and comprehension of emotion language develops from an initial emphasis on expressive/behavioural referents to situational terms towards referents emphasising the sub] ective/experiential nature of emotions. Gender, the type of emotion, the discourse context of the emotion talk and individual differences in strategies to regulate negative emotions are some factors that are shown to moderate the development of emotion language abilities. However, as most of the data comes from early language users there are significant limitations to our knowledge of emotion language development and its implications for emotion regulation. This thesis examines emotion language in early to middle adolescence. It develops a theoretically derived classification model to study the representational and causal structure of emotions evident in the emotion language of 13 to 17 yearolds. Study 1 uses a group format to sample descriptive accounts of emotions and their causes from a normative sample of 303 adolescents in response to emotionally relevant vignettes prototypical of anger and fear. Study 2 compares the lepresentational structure and quality of emotion language between 21 adolescents diagnosed with extemalising disorders (Conduct disorder, Oppositional Defiant disorder), 18 with internalising disorders (Depressive disorders, Anxiety disorders) and 16 without a disorder. It broadens the types of emotion eliciting material by including autobiographical events and an actual emotional challenge as well as the vignette stimuli. In addition, the second study uses an individual participant-interviewer procedure. Results of Study 1 indicated increase in the range and complexity of emotion referents and causal accounts of emotions from early to middle adolescents. Despite an increase in internalist/subjective causal accounts of emotions with age, there was a move towards a more externalised or situational focus in the representation of emotions for the older adolescents in response to the anger material. The findings showed that the ability to distinguish between sadness and anger and appropriately use anger and sad referents develops relatively late with some younger adolescents continuing to have difficulties with this distinction. There were a number of specific gender related differences in emotion language consistent with gender differences in display rules for emotions. In particular, boys showed a preference for expressive/behavioural emotion referents while girls preferred referents with a cognitive focus and use more inner-focused referents. Study 1 also provided initial data about differences between adolescents with extemalising problems, those with intemalising problems and non-problem adolescents. Results indicated more use of non-specific referents by adolescents with extemalising behavioural problems as well as less intensity and involvement in their emotion referents. Adolescents with extemalising problems were more likely to use non-specific referents in responses to anger material than those with intemalising problems. The results of Study 2 showed that adolescents with oppositional and conduct problems show deficits in the fluency, complexity and degree of specification of their emotion language and their causal accounts of emotions compared to non- problem youth and those with depression and anxiety problems. In addition, adolescents with intcmalising problems were less fluent in the production of causal accounts of emotions and used less specific emotion referents to fear events compared to non-problem youth. The results highlight the finding that emotion language is affected differentially for extemalising and internalising adolescents depending on the nature of the emotion-eliciting event. In particular, intemalising youth's language responses to anger events are characterised by inner-directed referents, and reduced intensity and involvement while their conceptualisation of salient fear material is dominated by cognitively focused terms and accounts. Extemalising adolescents language responses to anger events are more outer-directed and intense, and their emotion construals in a fear situation less cognitive and more affect orientated. The data from these studies highlight the need to study emotion language for specific emotion domains, and suggest that the most interesting theoretical questions are in respect of emotion understanding and emotion language abilities for specific behavioural and emotional disorders. The results also support the utility of an approach that combines knowledge about emotion language from the psychological and linguistic literature. It argues for an expansion of our knowledge about the development of the lexicon for emotions and other syntactic and pragmatic linguistic competencies that are important for conceptualising emotions in language. Such an expansion is crucial to investigating associations between early emotional competencies assessed through language and later outcomes in terms of behavioural, emotional and social difficulties.

Recent research on the early development of knowledge about emotions shows that young children's use and comprehension of emotion language develops from an initial emphasis on expressive/behavioural referents to situational terms towards referents emphasising the sub] ective/experiential nature of emotions. Gender, the type of emotion, the discourse context of the emotion talk and individual differences in strategies to regulate negative emotions are some factors that are shown to moderate the development of emotion language abilities. However, as most of the data comes from early language users there are significant limitations to our knowledge of emotion language development and its implications for emotion regulation. This thesis examines emotion language in early to middle adolescence. It develops a theoretically derived classification model to study the representational and causal structure of emotions evident in the emotion language of 13 to 17 yearolds. Study 1 uses a group format to sample descriptive accounts of emotions and their causes from a normative sample of 303 adolescents in response to emotionally relevant vignettes prototypical of anger and fear. Study 2 compares the lepresentational structure and quality of emotion language between 21 adolescents diagnosed with extemalising disorders (Conduct disorder, Oppositional Defiant disorder), 18 with internalising disorders (Depressive disorders, Anxiety disorders) and 16 without a disorder. It broadens the types of emotion eliciting material by including autobiographical events and an actual emotional challenge as well as the vignette stimuli. In addition, the second study uses an individual participant-interviewer procedure. Results of Study 1 indicated increase in the range and complexity of emotion referents and causal accounts of emotions from early to middle adolescents. Despite an increase in internalist/subjective causal accounts of emotions with age, there was a move towards a more externalised or situational focus in the representation of emotions for the older adolescents in response to the anger material. The findings showed that the ability to distinguish between sadness and anger and appropriately use anger and sad referents develops relatively late with some younger adolescents continuing to have difficulties with this distinction. There were a number of specific gender related differences in emotion language consistent with gender differences in display rules for emotions. In particular, boys showed a preference for expressive/behavioural emotion referents while girls preferred referents with a cognitive focus and use more inner-focused referents. Study 1 also provided initial data about differences between adolescents with extemalising problems, those with intemalising problems and non-problem adolescents. Results indicated more use of non-specific referents by adolescents with extemalising behavioural problems as well as less intensity and involvement in their emotion referents. Adolescents with extemalising problems were more likely to use non-specific referents in responses to anger material than those with intemalising problems. The results of Study 2 showed that adolescents with oppositional and conduct problems show deficits in the fluency, complexity and degree of specification of their emotion language and their causal accounts of emotions compared to non- problem youth and those with depression and anxiety problems. In addition, adolescents with intcmalising problems were less fluent in the production of causal accounts of emotions and used less specific emotion referents to fear events compared to non-problem youth. The results highlight the finding that emotion language is affected differentially for extemalising and internalising adolescents depending on the nature of the emotion-eliciting event. In particular, intemalising youth's language responses to anger events are characterised by inner-directed referents, and reduced intensity and involvement while their conceptualisation of salient fear material is dominated by cognitively focused terms and accounts. Extemalising adolescents language responses to anger events are more outer-directed and intense, and their emotion construals in a fear situation less cognitive and more affect orientated. The data from these studies highlight the need to study emotion language for specific emotion domains, and suggest that the most interesting theoretical questions are in respect of emotion understanding and emotion language abilities for specific behavioural and emotional disorders. The results also support the utility of an approach that combines knowledge about emotion language from the psychological and linguistic literature. It argues for an expansion of our knowledge about the development of the lexicon for emotions and other syntactic and pragmatic linguistic competencies that are important for conceptualising emotions in language. Such an expansion is crucial to investigating associations between early emotional competencies assessed through language and later outcomes in terms of behavioural, emotional and social difficulties.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text

Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006.
"July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.

Les changements pubertaires peuvent être à l'origine de multiples expériences socio-émotionnelles positives et/ou négatives que les adolescents doiven gérer. Le processus de la régulation émotionnelle (RE) va être grandement sollicité au cours de cette période. La littérature montre que la RE est une fonction psychobiologique dont le développement peut être impacté par divers facteurs environnementaux de l'enfance. Parmi ces facteurs, l'expérienc de l'attachement avec la figure d'attachement y joue un rôle primordial. Cependant, la question cruciale concernant l'impact de l'attachement sur les mécanismes comportementaux et neurophysiologiques des stratégies de RE à l'adolescence reste sous-estimée et les publications à ce sujet sont encore rares. Dans ce contexte, notre étude vise à détem1iner les paramètres oculomoteurs et neurophysiologiques pour les utiliser comme marqueurs potentiel des stratégies de régulation des émotions en fonction du style d'attachement chez les adolescents. Toutefois, la RE est difficilement évaluable avec des outils ne sollicitant que les processus cognitifs conscients des adolescents. À ce titre, il nous a paru nécessaire d'utiliser un dispositif d'eye-tracking synchronisé avec un système de mesure physiologique permet de déterminer les paran1ètres oculomoteurs et neurophysiologiques lors d'exploration des ces images. Cette étude soutient l'hypothèse que l'attachement module des paramètres oculomoteurs et neurophysiologiques des stratégies de la RE Ces résultats pourraient inciter à une nouvelle ligne de recherche afin de proposer une solution thérapeutique dans le contexte de la dysrégulation émotionnelle
Adolescence is a time of increasing vulnerability to intemalizing and extemalizing psychopathologies associated with poor emotion regulation, including depression, anxiety and antisocial behavior. Emotion regulation is the ability to recrui processes to influence emotion generation. It is therefore important to understand how emotion regulation develops at thi time and how this relates to ongoing development in adolescence. In recent years there has been increasing interest in how attachment styles modulate emotion regulation strategies. However, few researches have addressed this question directly in adolescence. The crucial question conceming the behavioral and neurophysiological mechanisms ofregulatior strategies emotions in adolescence remains underestimated. Employing a specific, an ecologically valid paradigm, the current study determines the oculomotor and neurophysiologie patterns as a potential marker of emotion regulation strategies i.e., comfort and proximity seeking as a function ofattachment style in healthy adolescents. The Attachment Scale Interview was used to detennine attachment style (i.e., secure, fearful, enmeshed and avoidant) in eighty-one healthy adolescents. A synchronized eye-tracking and physiologie measurement device was used to determine gaze and neurophysiologie parameters, respectively, on attachment-related pictures issue from The BASP-Ado. Our results show the existence of different profiles of emotional regulation in adolescence. These results could encourage a new line of research in order to offer a therapeutic solution in the context of emotional dysregulation

Traditional sociological theories examining delinquency typically were formulated to explain male behavior. With the universal recognition of the crime-gender gap, it is important to determine the applicability of these theories to female delinquency. This research uses the National Survey of Children (1981) to test propositions from general strain theory, specifically those outlined by Broidy and Agnew (1997). The data set allows for an expansion of the types of strain and delinquency typically examined in strain tests. Ordinary least squares regression, path analysis and a series of t-tests were used to determine variations in male and female emotional and behavioral responses to strain. The results of this analysis suggest that certain types of strain influence which type of delinquency males and females will pursue and that the intervening effect of negative emotion are consequential for both genders. Suggestions for future research are also discussed.

This thesis represents four years of personal and professional development. Undertaking this research has enriched my understanding of the multifaceted social lives of Australian adolescents, and how their interactions within peer groups and dyads may influence their social and emotional well-being. The topic for this thesis emerged from an innate curiosity about the ways in which the fundamental human desire to belong may manifest for adolescents as different dynamics in their relations with peers. This curiosity, first recognised whilst completing my Honours research project for the Bachelor of Psychological Science, stemmed from a desire to inform both basic and applied research in the field. That is, whilst learning from adolescents who successfully fulfil the desire to belong I was able to simultaneously identify the maladaptive consequences for those in whom this goal is thwarted. Following successful completion of my Honours year, I committed to contribute further to research in this field and was fortunate to have this opportunity whilst undertaking the candidature for my PhD. Throughout this thesis, belongingness is an overarching theme, providing a lens through which to further understand how varying social and behavioural patterns may influence adolescent well-being. With its integration of traditional ideologies and modern research methods, this thesis and its associated publications, have contributed to research in the field of adolescent peer relations. I hope that through this research, adolescent well- being may be further empirically illuminated, via the examination of both social and emotional contributors, in order to provide further insight into its complexities at this distinctive developmental time.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text

This dissertation explored the subjective experience and neural correlates of self-conscious emotion (SCE) understanding in adolescent males with high-functioning Autism Spectrum Disorder (ASD) and age-matched neurotypical (NT) males (ages 11-17). Study I investigated group differences in SCE attributions (the ability to recognize SCEs conveyed by others) and empathic SCEs (the ability/tendency to feel empathic SCEs for others) in 56 adolescents (ASD = 30; NT = 26). It also explored associations between SCE processing and a triad of social cognitive abilities (self-awareness/introspection, perspective-taking/cognitive empathy, affective empathy) and autistic symptoms/traits. Study II investigated the neural correlates of SCE processing in 52 adolescents (ASD = 27; NT = 25). During an MRI scan, participants completed the Self-Conscious Emotions Task-Child, which included 24 salient, ecologically-valid videos of adolescents participating in a singing competition. Videos represented two factors: emotion (embarrassment, pride) and perspective-taking (PT) demands (low, high). In low PT clips, singers’ emotions matched their performance (sing poorly, act embarrassed); in high PT clips, they did not (sing well, act embarrassed). Participants used a 4-point Likert scale to rate how intensely embarrassed and proud singers felt. They made congruent ratings, which matched the conveyed emotions (rating how embarrassed an embarrassed singer felt), and incongruent ratings, which did not match the conveyed emotions (rating how proud an embarrassed singer felt). Outside the scanner, participants rated how empathically embarrassed and proud they felt for the singers. The ASD and NT groups made similarly intense inferred congruent and empathic congruent SCE ratings, suggesting that emotion attribution and affective empathy are intact in ASD. However, the ASD group made more intense inferred incongruent SCE ratings, suggesting that emotion attribution in ASD may be more strongly impacted by the situational context. An over-reliance on contextual cues may reflect a strict adherence to rule-following and serve as a compensatory strategy for attenuated mentalizing. Neuroimaging results support this interpretation. The ASD group recruited atypical neural patterns within social cognition regions, visual perception regions, salience regions, and sensorimotor regions. These findings similarly suggest an over-reliance on abstract social conceptual knowledge when processing discrepant affective and contextual cues. Implications for intervention are discussed.
10000-01-01

Thesis (M. Ed. (Educ. Psych.)) -- Central University of Technology, Free State, 2013
Learners who demonstrate inappropriate, anti-social, and/or disruptive behaviours are becoming more prevalent. School personnel are dealing with disruptive behaviours that occur more frequently and that affect staff and learners’ performance. According to Farrell, Meyer, Sullivan and Kung (2003) this prevalence of disruptive behaviour and underperformance in secondary schools is posing a threat to education in South Africa and learners struggle with problems that predispose them to long-term negative outcomes. As children become adolescents, they experience a variety of physical, emotional and interpersonal changes while simultaneously transitioning from elementary to middle school. If the transition is stressful and the climate of the school appears unwelcoming, low self-esteem, a decline in academic achievement and inappropriate behaviour problems may follow (Wagerman & Funder, 2007).Escalating concern regarding disruptive behaviour in schools has led to intensified efforts to understand its causes and consequences, and to identify effective practices and strategies to reduce its occurrence. It is against this backdrop that the researcher attempts to determine the cognitive and social well-being of adolescents regarding emotional intelligence in the Lejweleputswa school district. The research followed a mixed method approach, using the sequential explanatory triangulation type; where questionnaires were completed by secondary school learners followed by interviews with teachers from conveniently selected secondary schools in the Lejweleputswa district of the Free State. The Literature study showed that factors such as learning, intelligence and emotional intelligence were associated with cognitive and social well-being of secondary schools learners. The following data collection instruments were used to gather information regarding the topic. For the quantitative study, a closed ended questionnaire was developed and utilised by one hundred and seventy four (174) learners. For the qualitative part, semi-structured interviews were conducted with ten (10) teachers. By using COSOC, the three-way ANOVA and T-test, the seven hypotheses of the study were tested and the findings indicated that there is a significant relationship between and within the independent variables being; gender, grade and residential with regard to cognitive and social emotional intelligence. This study will reveal what aspects of education practices are viewed as helpful as well as areas needing improvement. It will also give insight into whether selected schools are using proactive strategies and techniques demonstrated in the research as being the most effective in terms of changing inappropriate behaviour and underperformance.

The purpose of the current study was to investigate the relationship between emotion regulation and school adjustment in Secondary One students, and the mediation effect of peer support on such relationship. A sample of 207 adolescents completed measures of school adjustment, peer support, and emotion regulation. Results revealed that the use of expressive suppression was negatively associated with all school adjustment variables (social, personal-emotional, and academic adjustment). Cognitive reappraisal was correlated with social and personal-emotional adjustment and the relations were mediated through peer support. Results suggested that the importance of adaptive emotion regulation strategy and peer support improves students’ adjustment during school transition. Implications for education provided to early adolescents in the Hong Kong context are discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

Anorexia nervosa is an eating disorder whose onset emerges at an increasingly early age and whose prognosis, even among adolescents, can be grave. Current scientific literature and practice guidelines on the treatment of adolescent patients with anorexia point to the key role that is played by parents and family in influencing the therapeutic possibilities and the outcomes of young patients. The aims of the thesis are to explore the relational and emotional dynamics in families of adolescents with anorexia that may influence the treatment possibilities and the outcome of the young patients. Three different research studies are presented in the thesis, all examined families of adolescents with restricting type anorexia nervosa, and explored aspects of family relations, relating in particular to the internalized parental bonding, emotion regulation and triadic mother-father-daughter interactions. The first study aims to identify any specific pattern of parental bonding and address the intergenerational transmission of these patterns in families of newly diagnosed adolescents with restricting type anorexia. The second study instead deals with emotion regulation in families with an adolescent with anorexia, exploring alexithymia in the daughter, mother and father based on clinical versus self- assessment. Whereas in the third study, a direct observational procedure based on a videotaped play section was used to explore triadic interactions. The results of the studies seem to suggest that both in the research, as well as in treatment of patients with anorexia nervosa, attention needs to be shifted from the exclusive mother-daughter relation to the involvement of the father, of the parental couple and of the family as a whole. Since family functioning is well established as a maintaining factor of anorexia nervosa or vice versa as a facilitating factor in the therapeutic process, studying the family relations may not only help clinicians to select the most suitable treatment for each patient and each family but also to predict the possibility of establishing a therapeutic alliance with the family and thus to improve the possibility of reaching a good outcome.
L’anoressia, patologia eclatante nelle sue manifestazioni eppure sfuggente, paradossale ed inquietante, tentativo di redenzione e rischio di morte allo stesso tempo, pone ai suoi clinici e ai suoi teorici questioni di grande complessità, che si riflettono nella varietà delle teorie differenti e contraddittorie formulate nei diversi ambiti. Patologia di confine fra il somatico e lo psichico, l’anoressia ha da sempre suscitato il dibattito fra i sostenitori delle origini psicologiche della malattia e coloro che invece parteggiano per cause primariamente organiche. L’anoressia nervosa, la più studiata e la più nota fra le forme di disturbo del comportamento alimentare, conserva anche nell'età evolutiva aspetti di prognosi molto grave con un’elevata percentuale di esito mortale. Nonostante l’età di esordio dell’anoressia nervosa sia sempre più precoce e la prevalenza del disturbo in età evolutiva in crescita, sono ancora carenti gli studi in letteratura che riguardano specificamente questa fascia d’età. Eppure ben il 40% dei nuovi casi di anoressia esordisce proprio fra i 15 e i 19 anni, età in cui si rilevano tuttavia anche i più elevati tassi di guarigione. Nelle prime fasi del suo esordio, che avviene di solito in adolescenza, appare perciò cruciale predisporre una presa in carico precoce e tempestiva di questo disturbo dagli esiti potenzialmente molto gravi. L’insorgenza del disturbo, la cui eziologia appare complessa e multifattoriale, sembra precipitata dall'interazione di diversi fattori: biologici, psicologici, ambientali, culturali e sociali. Se i dati riguardanti le componenti genetiche e neurobiologiche sembrano offrire per ora limitate prospettive per un reale progresso nel trattamento di questa complessa patologia, più interessanti sul piano clinico e terapeutico appaiono attualmente i dati della letteratura che indicano il ruolo cardine delle componenti famigliari, sia per quanto riguarda l’evoluzione del disturbo sia per quanto riguarda gli indirizzi terapeutici valutati come più efficaci. Se è noto che i trattamenti familiari si sono dimostrati molto efficaci nel trattamento di questa psicopatologia, i meccanismi di funzionamento di queste terapie e le peculiari dinamiche familiari cui indirizzare più fruttuosamente il trattamento restano campi potenzialmente fertili, da esplorare per la ricerca. E’ convinzione generale che il complesso problema della eziopatogenesi rimanga al di fuori degli obiettivi degli studi volti ad analizzare e fotografare le dinamiche familiari presenti in un determinato momento nelle famiglie delle pazienti con anoressia. Tuttavia - obiettivo forse prioritario rispetto ad ogni altro - cogliere e descrivere il funzionamento delle pazienti con anoressia all'interno delle loro famiglie può essere utile e forse indispensabile per stabilire quali siano le misure terapeutiche più valide da attivare in ogni specifico caso. Una presa in carico tempestiva ed efficace di questa grave psicopatologia, potenzialmente mortale, può essere fondamentale e la ricerca in questo campo può arricchire in maniera sostanziale il ventaglio degli interventi disponibili e l’efficacia della loro applicazione alle diverse situazioni cliniche. Questa tesi si propone di esplorare all'interno delle famiglie di adolescenti con anoressia alcune dinamiche relazionali ed emotive che potrebbero influenzare il decorso e le possibilità di cura delle giovani pazienti. Nella tesi sono presentati tre diversi lavori di ricerca, svolti tutti all'interno di famiglie di adolescenti con anoressia nervosa di tipo restrittivo, volti ad esaminare aspetti delle relazioni familiari, relativi in particolare ai legami genitoriali interiorizzati, alla regolazione emotiva e alle interazioni madre-padre-figlia. Il primo studio esamina il legame genitoriale percepito dalle adolescenti con anoressia e dei loro genitori, nell'intento di cogliere la possibile continuità e influenza degli stili di attaccamento tra le diverse generazioni (genitori verso i propri genitori – figli verso i genitori) all'interno delle famiglie dei pazienti. La ricerca sulla potenziale trasmissione trasgenerazionale dei legami parentali e dell’attaccamento è infatti ancora molto limitata e non vi è inoltre alcuna evidenza che riguardi le famiglie di pazienti adolescenti. Questo studio controllato ha visto la partecipazione di 168 partecipanti, adolescenti e genitori, cui è stato somministrato il Parental Bonding Instrument (PBI) per la valutazione dei legami genitoriali interiorizzati. L’analisi dei legami parentali dei membri della famiglia, svolta a livello latente (Latent Class Analysis), ha permesso di evidenziare alcune peculiarità a livello familiare. Se da una parte i risultati dello studio confermano che gli adolescenti con anoressia restrittiva riferiscono di percepire positivamente il rapporto con i propri genitori, dall'altra i genitori dei pazienti mostrano di ricordare i propri genitori come apprensivi e autoritari ma non particolarmente affettuosi. Tali specificità del legame parentale ricordate dai genitori dei pazienti rispetto ai propri genitori aprono la questione di quanto i modelli di attaccamento genitoriali possano influenzare la relazione stessa con i figli e dunque essere possibili target di un intervento volto a modificare in senso migliorativo le relazioni all'interno delle famiglie dei pazienti con anoressia. Ulteriori ricerche sui modelli di attaccamento nelle famiglie di pazienti con anoressia potrebbero chiarire l’eventuale ruolo di questi modelli come fattore di vulnerabilità rispetto ai disturbi alimentari e soprattutto la loro influenza rispetto al decorso della malattia. D’altra parte il disegno trasversale dello studio non permette di chiarire se le percezioni genitoriali negative rispetto al legame con i propri genitori preesistano alla malattia della figlia o se invece siano conseguenza di quest’ultima. Le relazioni in atto e le esperienze successive possono infatti influenzare i ricordi e le rappresentazioni del passato e ciò specialmente nel caso di esperienze fortemente traumatiche come può essere per i genitori delle pazienti la diagnosi di anoressia delle figlie con il concreto pericolo di vita che spesso essa comporta. Questa considerazione rende conto dell’importanza di studiare le percezioni interne dei genitori e delle figlie, superando la sterile e probabilmente insolubile controversia su quali siano le cause e quali le conseguenze. Dal punto di vista della cura considerare la reciproca e vicendevole connessione tra rappresentazioni interne (per esempio le rappresentazioni del legame con i genitori del passato) e le relazioni e le interazioni attuali offre infatti due importanti punti di accesso al lavoro terapeutico con le famiglie: se da una parte il lavoro sulle rappresentazioni può favorire la modificazione dei comportamenti genitoriali e delle interazioni reali fra genitori e figlie malate, dall'altro è altrettanto vero che lavorare direttamente sulle relazioni concrete in corso fra genitori e figli può giungere a modificare anche le rappresentazioni interne di questi rapporti. Da qui l’interesse di studiare non solo le rappresentazioni interne dei legami familiari ma anche le interazioni in atto fra genitori e figlie (terzo studio di questa tesi) e la regolazione delle emozioni all'interno della famiglia (secondo studio), aspetto quest'ultimo che potrebbe collegare le due dimensioni del mondo interno delle rappresentazioni e della realtà esterna delle interazioni. Le rappresentazioni di sé e dell’altro (modelli operativi interni di attaccamento) sono infatti strettamente connesse alla regolazione, più o meno funzionale, degli affetti ed ai comportamenti parentali messi in atto nel concreto. Il secondo studio, presentato nella tesi, si occupa quindi di esaminare le potenziali peculiarità del funzionamento psichico dei membri delle famiglie di pazienti con anoressia in relazione alla qualità della percezione e del contatto col mondo emozionale interno, utilizzando il costrutto di alessitimia. Molti studi sull'anoressia nervosa si sono concentrati sulla regolazione emotiva, ed in particolare sull'alessitimia, a livello individuale, mentre ci sono solo pochi e contrastanti dati sull'alessitimia a livello famigliare, nonostante le evidenze più recenti segnalino l'importanza delle dinamiche familiari rispetto all'evoluzione del disturbo anoressico, soprattutto nei pazienti adolescenti. Si è ritenuto opportuno in questo secondo studio non limitarsi all'indagine delle percezioni interne di pazienti e genitori rispetto alla qualità dei propri vissuti emotivi attraverso questionari autovalutativi, ricorrendo in aggiunta ad una valutazione clinica svolta attraverso un’intervista strutturata specificamente studiata per valutare l’alessitimia. L'alessitimia rappresenta infatti uno specifico deficit nella regolazione degli affetti che implica proprio una difficoltà nell'identificare, elaborare e descrivere verbalmente le emozioni, che si accompagna di solito ad un limitata capacità immaginativa e fantasmatica. Lo scopo dello studio è stato dunque quello di valutare l’alessitimia nelle pazienti adolescenti anoressiche e nei loro genitori, utilizzando una misurazione multi-metodo al fine di acquisire una conoscenza più diretta e approfondita del problema. A 46 partecipanti, pazienti adolescenti con anoressia e genitori, è stata proposto il noto questionario self-report Toronto Alexithymia Scale (TAS-20), accanto all’intervista strutturata Toronto Structured Interview for Alexithymia (TSIA), che rappresenta la prima intervista clinica strutturata completa per la valutazione dell’alessitimia. L’uso del modello a tratti latenti di Rasch ha permesso di confrontare la sensibilità dei due diversi strumenti, evidenziando una significativa discordanza fra i due: l’intervista clinica infatti permette di riscontrare un grado di alessitimia maggiore sia nei genitori sia nelle figlie con anoressia. Inoltre all’interno delle famiglie ed in particolare della coppia genitoriale è emerso un significativo divario nei livelli di alessitimia. Grazie all’utilizzo dell’intervista clinica, che si è dimostrata in grado di minimizzare le tendenze alla negazione, si è rilevato che i padri delle pazienti si trovano molto più in difficoltà nell’identificare, elaborare e descrivere verbalmente i propri sentimenti rispetto alle madri. Queste ultime si collocano piuttosto su una polarità opposta di grande recettività e capacità di comprendere e analizzare i sentimenti, che potrebbero all’opposto coinvolgerle eccessivamente fino talvolta a travolgerle. I risultati aprono la via a dare maggior spazio, accanto alle caratteristiche individuali di pazienti e genitori, anche all’impatto del funzionamento emotivo familiare (per esempio le antitetiche modalità materne e paterne di gestire e vivere le emozioni all’interno della coppia genitoriale), come aspetto fondamentale rispetto alla possibilità di stabilire un’alleanza terapeutica con paziente e genitori e dunque influenzare in senso positivo l’outcome. Gli studi più recenti e le linee guida per il trattamento di pazienti adolescenti con anoressia nervosa concordano infatti nel sottolineare il ruolo chiave svolto dai genitori per quanto riguarda gli esiti dei trattamenti per le giovani pazienti. Tuttavia il funzionamento familiare è stato per ora studiato quasi esclusivamente con metodi autovalutativi. Eppure, come è emerso nel secondo studio presentato, proprio nelle difficili circostanze vissute dalle famiglie che si trovano ad affrontare la malattia, spesso grave e pericolosa, della figlia che soffre di anoressia, le valutazioni cliniche e i metodi osservativi possono aiutare a riconoscere in maggior misura aspetti delle relazioni familiari e del funzionamento psichico dei membri della famiglia, che essi stessi non sono sempre in grado di cogliere appieno. Il terzo studio, che compone questa tesi, mira infatti ad indagare le interazioni triadiche all’interno delle famiglie di adolescenti con anoressia nervosa attraverso una procedura osservativa semistandardizzata. 120 genitori e figlie adolescenti, consecutivamente giunti all’attenzione di servizi neuropsichiatrici per l’età evolutiva, hanno partecipato allo studio e hanno preso parte ad una seduta di gioco videoregistrata, secondo la procedura del Lausanne Trilogue Play (LTP). In questa innovativa applicazione alle famiglie di pazienti con anoressia restrittiva, il Lausanne Trilogue Play segnala alcune peculiarità nell’interazione, che differenziano queste ultime famiglie da un altro gruppo di famiglie con figlie diagnosticate come sofferenti di disturbi psichiatrici differenti (disturbi dell’umore di tipo depressivo o disturbi d’ansia), le quali hanno preso parte allo studio come gruppo di controllo con altra psicopatologia. I risultati mostrano che nelle famiglie delle pazienti con anoressia i ruoli all’interno della triade madre-padre-figlia non sono sempre chiari e definiti e ciò soprattutto quando è richiesta una rilevante capacità di triangolazione e di coinvolgimento di tutti e tre i protagonisti nell’interazione. Il rapporto sembra infatti più spesso mantenuto a livello diadico attraverso la creazione di coalizioni familiari. I genitori mostrano una notevole difficoltà a ritagliarsi uno spazio relazionale di coppia da cui la figlia malata possa essere momentaneamente esclusa. Il padre è posto o tende a porsi lui stesso ai margini dell’interazione fra madre e figlia, rimanendone spesso escluso. Padre e figlia si collocano inoltre su una polarità di maggior autocontrollo e distacco emotivo, aliena alle madri che mostrano invece una maggiore reattività e un più marcato coinvolgimento. Il presente lavoro, essendo controllato, fornisce indicazioni in linea con la medicina dell'evidenza, anche se con un grado di evidenza inferiore a quello fornito da un trial controllato randomizzato. Ad esempio si dimostra la presenza di caratteristiche di funzionamento famigliare in cui il padre acquisisce un ruolo di primo piano, suggerendo dunque l’opportunità di spostare l'attenzione dall’indagine dalla relazione esclusiva madre-figlia al coinvolgimento del padre, della coppia dei genitori e della famiglia nel suo complesso. Dal momento che proprio il funzionamento familiare può rivelarsi un fattore di rischio o viceversa un fattore di facilitazione del processo di cura, l’utilizzo della metodica LTP può consentire l’osservazione diretta delle dinamiche familiari, aprendo la via ad un eventuale lavoro terapeutico mirato su queste ultime. Lavorare sugli elementi disfunzionali delle interazioni attuali, che siano acquisiti dopo l’esordio della malattia oppure antecedenti, può infatti mobilizzare le relazioni familiari, favorendo un outcome positivo per la giovane paziente. Con la consapevolezza del rischio di operare un’indebita trasformazione dei risultati dell’osservazione diretta in dati di fatto assoluti, interpretati poi a vantaggio di letture eziopatogenetiche dell’anoressia, diviene necessario sottolineare che in un campo di studio così complesso e articolato, come quello della psicopatologia dell’anoressia nervosa e delle relazioni familiari, la ricerca scientifica, e così i dati presentati in questa tesi, non possono che offrire risultati sempre limitati e destinati a ulteriori arricchimenti, conferme e disconferme. I tre studi presentati in questa tesi rappresentano un tentativo di cogliere e analizzare, con metodologie diverse e complementari, alcuni aspetti del funzionamento familiare pressochè inesplorati per quanto riguarda i pazienti adolescenti. I tre studi convergono nell’indicare che la coppia genitoriale e l’ambiente famigliare nel suo complesso possono avere un ruolo chiave rispetto alle possibilità evolutive e di cura delle giovani con anoressia. Non a caso il trattamento familiare, trattamento di prima linea raccomandato dalle linee guida internazionali, è particolarmente efficace proprio per le pazienti nella fascia di età adolescenziale e con recente esordio di malattia. Una miglior comprensione delle dinamiche familiari può essere prioritaria proprio per la cura di pazienti che non hanno ancora concluso il proprio sviluppo, anche dal punto di vista psicologico, e che vivono inoltre ancora all’interno della propria famiglia di origine. In adolescenza infatti il gioco di rimandi fra realtà esterna e realtà interna, fra genitori reali e imago parentali interiorizzate è ancora fluido e aperto. Il processo di soggettivazione stesso, l’evolversi del mondo interno dell’adolescente si gioca in questa complessa articolazione di relazioni ed emozioni, attuali e interiorizzate (Jeammet, 2010).

The current study examined the relationships among attachment styles to parent, peer, and romantic partner, ability to regulate emotion, as well as engagement in sexual behaviors and substance use. Attachment theory and previous research suggests that an individual learns how to manage emotions through the modeling of appropriate techniques and a stable sense of self-worth. These two aspects develop through a secure attachment bond with an important figure. When an individual does not have a secure attachment bond in which to practice adaptive affect regulation strategies, he/she may attempt to manage emotions through external means, such as sexual behaviors or substance use. Overall, results supported these associations, with some notable exceptions. Across attachment sources a secure attachment style was related to lower levels of psychological distress and less engagement in substance use. In contrast to the findings from earlier studies, affect regulation did not mediate the relationship between attachment and substance use, and engagement in sexual behaviors was not significantly related to either attachment style or affect regulation.

As pessoas adotam diferentes formas de enfrentar um conflito interpessoal. Estudiosos da área apontam três principais estilos de resolução de conflito: agressivo, submisso e assertivo. O estilo de solução agressivo inclui estratégias de coerção para o enfrentamento do conflito, enquanto o estilo submisso caracteriza-se pelo não enfrentamento da situação. Apenas o estilo assertivo envolve comportamento explícito de defesa, sem utilizar estratégias coercitivas. O objetivo geral da presente investigação foi contribuir para o avanço do conhecimento sobre o tema da cognição social por meio de estudos sobre a resolução de conflitos interpessoais entre adolescentes. Os objetivos específicos foram: comparar os estilos de resolução de conflito de filhos de pais com e sem problemas de álcool e estudar a diferença entre gêneros, faixa etária, situação conjugal dos pais e expressão de sentimentos com relação às estratégias de solução de conflito indicadas pelos filhos. Participaram da investigação 84 estudantes de uma escola pública, com idades entre 12 e 16 anos e nível socioeconômico baixo, divididos em dois grupos: 42 filhos de pais com problemas de álcool e 42 participantes que não se enquadravam nesse grupo. Os instrumentos utilizados foram: um questionário sobre as condições pessoais (sexo, idade etc..), o Questionário CAGE Familiar (FRANK et al., 1992) e o aberto derivado da escala Childrens Action Tendency Scale (DELUTY, 1981). Os adolescentes apresentaram predominantemente respostas submissas, seguidas de respostas agressivas. Grande parte dos participantes não se pronunciou com relação aos sentimentos provocados pelas situações descritas pelo questionário, seguida dos que expressaram sentimentos negativos ou pouco definidos. Não foi encontrada diferença significativa entre os sexos, faixas etárias e filhos de pais com e sem problemas de álcool. Contudo as meninas apresentaram uma proporção maior de respostas submissas quando comparadas aos meninos. Outro resultado encontrado através da análise de correspondência múltipla mostrou que as respostas agressivas estão mais associadas aos filhos de pais com problemas de álcool e as respostas assertivas aos filhos de pais sem problemas de álcool. A avaliação que visou comparar a expressão de sentimentos com as justificativas das respostas de enfrentamento dos participantes nas situações de conflito mostrou várias associações significativas através do teste exato de Fisher. Com relação à expressão de sentimentos, muitos conflitos apresentaram associações positivamente significativas entre as respostas agressivas e ausência de manifestação sobre o afeto despertado pela situação. Da mesma forma, as respostas agressivas em diversas situações de conflito também estavam significantemente associadas à falta de justificativa dos participantes para suas ações. Os resultados mostraram que o estilo de solução de conflito dos adolescentes não estava necessariamente relacionado ao problema do pai com o álcool. Contudo a omissão dos próprios sentimentos e a falta de justificativa para as próprias ações estavam freqüentemente ligadas às respostas agressivas dos participantes.
People adopt different ways to face an interpersonal conflict . Researchers show three main styles of conflict resolution: aggressive, submissive and assertive. The aggressive style includes coercion strategies for facing the conflict while the submissive style is characterized by not facing the situation. Only the assertive style involves a clear defensive behavior not using coercive strategies. The overall objective of this research was to contribute to the advancement of knowledge on the subject by means of social cognition studies on the resolution of interpersonal conflicts among adolescents. The specific objectives were: to compare between the styles of resolving conflict from parents of children with and without alcohol problems, and studying the differences between genders, age, marital status of parents and express their feelings with regard to strategies for the settlement of conflict indicated by children Studying the conditions that can contribute to the development of more adequate styles of conflict resolution for children and teenagers motivated this current investigation. 84 students from a public school, aged between 12 and 16 years old and low social economic level, divided in 2 groups: 42 children of alcoholic parents and 42 did not belong to this group. The tools used were: a questionnaire on personal conditions (sex, age, etc.), the CAGE Familiar Questionaire (FRANK et al, 1992) and the open derived from Childrens Action Tendency scale (DELUTY, 1981).The teenagers presented mainly submissive answers, followed by aggressive answers. Most of the participants didnt speak out against or in favor of the feelings provoked by the situations described by the questionnaire, followed by those that expressed negative or little definite feelings. No important differences among gender, age and children of alcoholic and non-alcoholic parents were found. However, the girls presented more submissive answers when compared to the boys. Another result found by means of the analysis of multiple correspondences showed that aggressive answers are more related to children of alcoholic parents and assertive answers to non-alcoholic parents. The evaluation which aimed at a comparison between the expression of feelings and the justification of the answers when facing conflict situations showed various significative associations trough Teste Exato de Fisher. Related to the expression of feelings, many conflicts showed positively significant associations among the aggressive answers and the absence of demonstration of affection aroused by the situation. The same way, the aggressive answers in various conflictive situations also were significantly associated to the absence of justification from the participants for their actions. Results showed that the style of conflict resolution of the teenagers was not necessarily connected to the problem of the parent with the alcohol. However, the omission of their own feelings and the absence of the justification for their own actions were frequently associated to the aggressive responses of the participants.

This thesis offers a holistic insight into the expectations and experiences of university students in relation to academic feedback. The subjects are a diverse group of first year accounting and finance students in a post-92 university. What is identified and examined here is the lifeworld of a student studying within the current politicalised higher education environment. Many assumptions evident in the literature relating to students' attitudes and feelings about feedback are challenged. The approach adopted to develop this research is based on Layder's (1998) 'adaptive theory' combining existing social theory with my empirical data to identify and reconcile the impact of the observable social world on the lived experience of our students. A student's habitus (Bourdieu, 1977) and prior educational experiences often means she is unprepared for university study which results in a difficult and often painful transition. Building strong relationships with peers and academics is one of the most important components of student success, but many academics are often unaware of the reality of these students' lived experiences, neither are they aware of the possible impact the structures, regulations and overall power of the institution can have on students. This research establishes a link between students' pre-conceived ideas and expectations and their transition into university. Failure on the part of the institution to respond and manage students' expectations can lead to growing dissatisfaction with their academic experience which manifests itself in dissatisfaction with assessment, feedback and other aspects of their early experience. When a young, often disadvantaged student attends university she may already have overcome multiple obstacles: poor schooling; poor housing; limited financial resources; and a general lack of higher education knowledge. This research identifies the vast chasm in our understanding of students' needs and expectations. This study challenges the reliability and usefulness of using a broad range of metrics as proxies for learning, student satisfaction and quality assurance during a period when 4 metrics and benchmarks are being used to shape education. The underpinning rhetoric and ideology which informs political decisions is flawed. The study challenges the current performative approach to providing feedback and measuring effectiveness. Contrary to the classical concept of rational economic man many people's choices are restricted to a simple satisficing1 strategy because their academic ambition is bounded by cognitive limits because they have not had access to all the cultural and social capitals which might have shaped their decisions and prepared them for their university experiences differently. Using Pierre Bourdieu's sociological concepts of habitus, capital and disposition (Bourdieu, 1977a), I reposition assessment and feedback within the wider context of the students' life experiences and identify the limitations imposed on these students, first by their past and then by universities' failure to position their higher education provision within a framework in which these adolescents can develop and grow within a suitable supportive environment which recognises and accepts who they actually are. Such an approach to their higher education experiences will begin to redress the issue of feedback in accounting.

This master’s thesis analyses such problem of teenagers, when in majority of situations, especially on the stage, they feel timid. Very often the result, reached during the lessons, is not seen on the stage: the pupils flounder, crouch, excite, do mistakes, cannot demonstrate the things they were taught during the lessons. When playing the accordion, due to specific features of the instrument, the expressive movements of the performer can be constricted, and the instrument itself can become the barrier, interfering with expression of emotions, as the pupil uses it as the shield. That’s why we need to look for ways, helping us to disclose the scenic abilities of the pupils. In adolescence, when the teenager forms his world – view and self realization and looks for possibilities of self – expression, when his performer’s image is created, this problem becomes especially topical. The goal of this paper is to examine the possibilities of education of scenic abilities of teenagers, playing the accordion. Examination object: scenic abilities of teenagers – accordionists. Examination tasks: to present the conception scenic abilities, to analyze the factors helping to educate scenic abilities and to highlight the differences of individual features of personality in education of scenic abilities. In this master’s thesis theoretic, empiric and statistic examination methods were used. The results of performed empiric examination confirmed the hypothesis, that scenic abilities can be... [to full text]

Mental-state and emotion understanding are important constructs for successful interpretation of behaviour and interaction with others. While false-belief understanding has been the main focus of investigations into children�s mentalising over the past 30 years, we now have tasks available that allow assessment of a broader range and more advanced set of mentalising skills amongst older age groups of typically developing young people (Baron-Cohen, Jolliffe, Mortimore, & Robertson, 1997a; Baron-Cohen, O�Riordan, Stone, Jones, & Plaisted, 1999; Happé, 1994). A recent trend has seen a shift away from investigating when children attain these skills towards examining individual differences in their performance. This has included consideration of both the factors that contribute to (Carlson & Moses, 2001; Hughes & Dunn, 1997; Meins et al., 2002; Milligan, Astington, & Dack, 2007; Ruffman, Slade, & Crowe, 2002), and the factors that are influenced by (Astington & Jenkins, 2000; Cassidy, Werner, Rourke, Zubernis, & Balaraman, 2003; Diesendruck & Ben-Eliyahu, Repacholi, Slaughter, Pritchard, & Gibbs, 2003) individual differences in mental-state understanding. One of the interesting questions in this area is what are the subsequent benefits or harm that individual differences in mentalising and emotion skills hold for children�s social competence? The current study investigates young people�s growing socioemotional understanding and how it is related to their social abilities, both prosocial and antisocial. The aims were to provide information on the relations amongst advanced mental-state skills, to investigate how these skills were related to emotion understanding, and, further, to investigate how socioemotional skills were related to social competence. The current study also extended the literature by addressing these aims amongst older children. Two studies were conducted, involving children (4- to 7-years) seen on four occasions in a three-year longitudinal study, and adolescents (13- to 17-years) in a cross-sectional study. There were a number of key findings. Individual differences in children�s advanced mental-state understanding are relatively stable across time, and the relations which they show with emotion skills are more consistent when examining tasks that shared skill sets. Language plays an important mediating role in the relation between socioemotional skills, although this influence appears to decrease with age. Mental-state and emotion understanding are both important for children and adolescents� social competence. It seems that greater socioemotional abilities influence prosocial behaviours, and poorer socioemotional abilities influence antisocial behaviours. Overall, the current study provides evidence that socioemotional skills are overlapping but distinct constructs, that they show varied interactions in social settings, and that future investigations of how children come to understand and interact with others will be best served by careful consideration of appropriate measures and by including multiple aspects of children�s social cognition.

Orientadores: Claudio Saddy Rodrigues Coy, Raquel Franco Leal
Tese (Doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
Made available in DSpace on 2018-08-21T16:55:09Z (GMT). No. of bitstreams: 1 Maldaun_Daisy_D.pdf: 1445844 bytes, checksum: ff748e47d7a55e600aa2c0b5596a7b15 (MD5) Previous issue date: 2012
Resumo: Denominam-se doenças inflamatórias intestinais (DII) afecções crônicas consideradas auto-imunes, que acometem principalmente o aparelho digestório sendo que duas são mais representativas: retocolite ulcerativa inespecífica (RCUI) e doença de Crohn (DC). Apresentam incidência progressiva, não apenas em nosso meio mas também em âmbito mundial. A importância das DII na gastroenterologia e na saúde publica, em particular se deve a: serem afecções crônicas, que atingem principalmente os jovens; terem crescente incidência com impacto na qualidade de vida e consequentemente nas relações sociais; abordagem complexa; e resposta terapêutica variável. A forma como os pacientes vivenciam a doença está associada a fatores de organização e interação familiar. Na investigação clínica, pacientes acometidos por DII podem vivenciar de forma singular, o seu processo de adoecer em função da estrutura e da dinâmica da família a qual pertencem. Assim, a investigação dos fatores emocionais e da influência da dinâmica familiar na evolução das DII e a constatação da existência de poucas pesquisas realizadas sobre esse tema, nos levaram à realização desse estudo. Objetivo: compreender a influência da dinâmica familiar do paciente com DII, seja ela afetiva ou conflitante na percepção da enfermidade, sob a visão do paciente e de seus genitores. Método;: como escolha foi utilizado o Método Clinico Qualitativo. Foram avaliadas as seguintes categorias: :a) conhecimento da DII; b) o sentido que a DII representa; c) o inter-relacionamento familiar e as modificações advindas da doença; d) a forma como convivem com a sintomatologia da doença; e) o momento da hospitalização. Quinze pacientes com idade entre 18 e 39 anos e seus respectivos genitores, provenientes do Ambulatório de Doença Inflamatória Intestinal "Prof. Dr. Juvenal Ricardo Navarro Góes" do Centro de Diagnóstico de Doenças do Aparelho Digestivo (GASTROCENTRO) da FCM-UNICAMP) sem distinção de raça, naturalidade, condição social, escolaridade, nível sócio-econômico e crença. A coleta de dados envolveu a aplicação, para os pacientes e respectivos genitores, de: Entrevista Inicial e Roteiro de entrevista semi-estruturada, (elaborada pelos pesquisadores desse estudo), para obtenção de informações clinicas e de estrutura familiar. Resultados: a família, como uma unidade dinâmica, é o mais importante suporte social e pode ser considerada como uma importante fonte de estress, que exerce uma significativa influência sobre a saúde e doença de seus membros Os achados, nas categorias selecionadas, mostraram que os pacientes com DII e seus respectivos genitores vivenciam a enfermidade, tanto na exacerbação quanto na remissão de sua sintomatologia, de forma única e singular, com conseqüências psicológicas, sociais e profissionais, de acordo com o convívio e a influência da dinâmica familiar a qual pertencem. Conclusão: A influência da dinâmica familiar, seja afetiva ou conflitante, é relevante em relação à convivência com os sintomas da doença e suas conseqüências, em virtude da dificuldade de ambos, pacientes e genitores, em administrar as características de suas personalidades
Abstract: Inflammatory Bowel Diseases (IBD) are chronic conditions, considered autoimmune, which affects specially the digestive system with two of them being more representative: ulcerative colitis (UC) and Crohn disease (CD). These are diseases with progressive incidence, not only in our local environment but also worldwide. The IBD importance in gastroenterology and public health care, is due to: being chronic conditions that affects mainly young people; they have growing incidence with impact on quality of life and consequently on social relations; complex approach and therapeutic response variable. The way patients experience the disease is associated to organizational factors and family interaction. In clinic investigation, patients affected by IBD experience, in a unique way, the process of becoming ill in function of the family structure and dynamics that they belong. Thus, the investigation of emotional factors, family dynamics influence in the IBD evolution and confirmation of a few available research made over this topic, have leaded us to accomplish this study. Objective; to understand the influence of family dynamics with IBD patients, either arising from affective or conflicting with the perception of the illness from the patient's and his/her parent's perspective/point of view. Method; Qualitative Clinic method was employed and the following categories were evaluated: (a) IBD knowledge, (b) the meaning of what IBD stands for, (c) family interrelationship and modifications originating from the illness (d) how they live with the disease's symptomatology and (e) hospitalization.: Fifteen patients, age varying between 18 and 39 and their respective parents, from the IBD outpatients unit "Prof. Dr. Juvenal Ricardo Navarro Góes" (GASTROCENTRO) of FCM-UNICAMP) without distinction of race, origin, education or social-economic level, education, were evaluated. The data were collected by the application of semi-structural interview (elaborated by the researches of this study) with the patients and their respective parents in order to obtain clinical and family structure information. Results; The family, as a dynamic unit, is the most important core of social support and can be considered as an important source of stress, exercising significant influence on the health and illness of its members. The findings of the selected categories have shown that patients with IBD and their respective genitors experienced the illness, both in grave condition or remission, in a unique manner with psychological, social and professional consequences, according to the relationship and family dynamics. Conclusion;: The influence of family dynamics, whether emotional or conflicting, it is relevant in relation to living with the symptoms of the disease and its consequences, due to the difficulty of both, patients and parents, to manage the characteristics of their personalities
Doutorado
Fisiopatologia Cirúrgica
Doutora em Ciências

Thesis (PhD)--Macquarie University, Faculty of Human Sciences, Department of Psychology, Centre for Emotional Health, 2009.
Includes bibliographical references.
Introduction -- Parenting in adolescent depression: the mediating role of self-worth in a prospective test -- Neuroticism, life events and negative thoughts in the development of depression in adolescent girls -- A cognitive diathesis-stress generation model of early adolescent depression -- General discussion.
This research examined the longitudinal development of depressive symptoms among young adolescents (mean age 12 years). The first model examined depressive symptoms across 6 months in 315 young adolescents and their mothers, considering the mediation of perceived parenting and its influence on adolescent self-worth. Although parent-reported parental depression was not linked with child-reported perceived parenting, the child's perception of his or her mother as rejecting or less caring was associated with a lower sense of self-worth, which in turn predicted depressive symptoms 6 months later, controlling for initial depression. In the second model, tested across 12 months with 896 young adolescent girls, neuroticism served as a distal vulnerability for depression, conferring a risk of experiencing dependent stressors and negative automatic thoughts which fully mediated the effect of neuroticism on later depression. Initial depressive symptoms also followed this meditational pathway, in a possible maintenance and risk pathway for adolescent depression. Unexpectedly, independent stressors were also predicted by initial depressive symptoms, suggesting possible shared method or genuine environmental factors. Finally, it was proposed that young adolescents at risk of depression will not only display cognitive vulnerabilities contributing to increased depressive symptoms following stressors (cognitive diathesis-stress theory), but also be more likely to experience stressors at least partly dependent on their own behaviour (stress-generation theory). This model was supported with a large (N=756) sample of young adolescents across 6 months, controlling for initial depression. Taken together, this thesis extends previous theories about the aetiology of depression, providing evidence from family, personality and cognitive risk factors to better explain the development of depressive symptoms in early adolescence, with significant implications for intervention and treatment.
Mode of access: World Wide Web.
viii, 140 leaves ill

Dissertação de Mestrado em Psicologia Legal
Este trabalho de reflexão e investigação tem como principal objectivo aprofundar o nosso olhar e a nossa capacidade de compreensão da adolescência. Assim, queremos contribuir para sistematizar conhecimentos da psicologia em torno do "ser adolescente" e deste modo levar o entendimento e saberes teóricos/reflexão e de acção aos vários contextos onde os adolescentes vivem e interagem; dando especial atenção ao contexto educativo. É também nosso objectivo perceber a ''importância dos maus sentimentos" e especificamente a Raiva - Estado, Traço e Expressão de Raiva; os sentimentos de raiva sentidos ou exteriorizados estão directamente implicados e presentes no desenvolvimento pessoal. A avaliação do Estado, Traço e Expressão da Raiva foi feita através de respostas individuais dos sujeitos ao questionário "State-Trait Anger Expression Inventory" - STAXI. Utilizámos a adaptação para a população portuguesa "Inventário de Estado-Traço de Raiva" de Silva D., Campos R. e Prazeres N. (1999). Desenvolvemos a nossa investigação com 552 sujeitos (373 rapazes e 268 raparigas) distribuídos por 12 grupos correspondendo a 6 níveis de escolaridade (do 7o ao 12° ano). Afim de se manter a variável contexto os sujeitos frequentam todos a mesma escola. As nossas hipóteses: a) "Existem diferenças significativas entre rapazes e raparigas face ao Estado, Traço e Expressão da Raiva"; b) "Existem diferenças significativas entre sujeitos de diferentes níveis de escolaridade face ao Estado, Traço e Expressão da Raiva". O trabalho estatístico foi levado a cabo em SPSS - Estatística Descritiva, Teste-T e ANOVA; com grau de significância de 0.05. Os resultados obtidos sendo demonstrativos de traços comuns na forma de sentir a raiva pelo universo dos sujeitos no nosso estudo, revelam igualmente a presença de características próprias, onde se puderam verificar diferenças estatisticamente significativas.

The purpose of this study was to examine the effect of early familial influences on the development of young adults' emotional intelligence. It was hypothesized that attachment security would be positively and significantly related to emotional intelligence, and conversely, that insecure attachment would be inversely related to emotional intelligence.

Depuis la fin du XXe siècle, les pratiques d'automutilation (grattages, coupures et brûlures sur le tissu corporel) chez les adolescents sont devenues un problème important pour les institutions et les professionnels de santé mentale. Les « automutilateurs », ayant acquis une visibilité sociale, sont devenus l'une des figures contemporaines du sujet souffrant. De nombreuses études psycho-médicales ont fourni une analyse du pourquoi de cette pratique et des problèmes qui y sont associés (impulsivité, dépression, comportement suicidaire, etc.). Néanmoins, peu d'importance a été attachée à l'expérience vécue et à la vie ordinaire des adolescents, au langage qu'ils utilisent pour décrire leur souffrance, ainsi qu'aux représentations des soignants et leurs pratiques de soin. Cette thèse a pour objet l'étude des dimensions subjectives et socioculturelles des pratiques d'automutilation à l'adolescence. Quels sont les principaux changements dans les taxonomies et les explications étiologiques de l'automutilation ? Quelle est sa signification pour les adolescents et comment est-elle vécue dans leur vie quotidienne ? Quelles sont les représentations, les attitudes et les pratiques des professionnels de la santé mentale concernant ces phénomènes ? Pour répondre à ces questions, cette thèse est fondée sur une analyse de littérature secondaire et sur une enquête ethnographique, menée par observations et entretiens, dans des institutions de santé mentale à Santiago (Chili) et à Paris (France), auprès d'adolescents âgés de 12 à 19 ans (n=40) et de professionnels de la santé (n=51). Les différents niveaux d'analyse permettent de mettre en lumière la façon dont le « corte » [coupure] ou la « scarification » est devenue une pratique envisageable pour les adolescents, ses usages sociaux et la tonalité émotionnelle particulière qui lui est associé dans chaque société (« rabia » [colère] au Chili et « angoisse » en France). Si l'automutilation représente une forme de régulation émotionnelle, les récits des adolescents montrent qu'elle est simultanément une forme de régulation sociale, une stratégie paradoxale d'auto-soin qui permet de rendre continuité à la vie ordinaire face à des moments où l'individu se voit confronté au sentiment de perte de contrôle et à une expérience de crise de la capacité à agir. La thèse montre également les différences d'accent entre une perspective familialiste qui conçoit ce comportement comme le symptôme d'une « famille dysfonctionnelle » (Chili) et une perspective qui le conçoit comme une forme de « passage à l'acte » qui reflète les débordements des « états limites » (France). À partir d'une description des pratiques de soin, elle analyse les logiques culturelles des rituels thérapeutiques et les principales difficultés pour la gestion institutionnelle de l'automutilation. Sur la base d'une perspective comparative de singularisation par contraste, la thèse met en évidence les liens entre les systèmes de représentations collectives, de valeurs et de croyances, et une grammaire de la souffrance qui règle la manière dont les émotions et les diverses formes du mal-être sont exprimées, qualifiées et traitées dans deux sociétés individualistes
Since the late 20th century, self-injurious practices (scratching, cutting and burning of body tissue) among adolescents have become a major problem for mental health institutions and professionals. Adolescents who self-injure themselves have become a contemporary figure of the suffering subject. Several psycho-medical studies have provided an analysis of the reasons for this practice and the problems associated with it (impulsivity, depression, suicidal behaviour, etc.). However, little importance was attached to the lived experience and ordinary life of adolescents, the language they use to describe their suffering, as well as the representations of health professionals and their care practices. The purpose of this thesis is to study the subjective and sociocultural dimensions of deliberate self-injury in adolescence. What are the main changes in taxonomies and etiological explanations of self-harm? What does it mean for adolescents and how is it experienced in their daily lives? What are the representations, attitudes and practices of mental health professionals regarding these phenomena? To answer these questions, this study is based on an analysis of secondary literature and an ethnographic work, conducted by observation and interview, in mental health institutions in Santiago (Chile) and Paris (France), among adolescents aged 12 to 19 (n=40) and health professionals (n=51). The different levels of analysis make it possible to highlight how the "corte" [cutting] or "scarification" has become a possible practice for adolescents, its social uses and the particular emotional tone associated with it in each society ("rabia" [anger] in Chile and "angoisse" [anguish] in France). While self-injury is a form of emotional regulation, adolescents' narratives show that it is simultaneously a form of social regulation, a paradoxical self-care strategy that restores continuity to ordinary life at times when the individual is confronted with an experience of loss of control and a crisis of agency. The study also shows the differences in emphasis between a familyist perspective that understand this behaviour as a symptom of a "dysfunctional family" (Chile) and a perspective that understand it as a form of "passage à l'acte" that reflects the excesses of "état limites" (France). Based on a description of care practices, it analyses the cultural logics of therapeutic rituals and the main difficulties for the institutional management of adolescent self-harm. Based on a comparative perspective of singularization by contrast, the study highlights the links between a system of collective representations, values and beliefs, and a grammar of suffering that regulates how emotions and malaise are expressed, qualified and treated in two individualistic societies
Desde finales del siglo XX, las prácticas auto-lesivas (cortarse o quemarse el tejido corporal) entre los adolescentes se han convertido en un problema importante para las instituciones y los profesionales de la salud mental. Los adolescentes que se autolesionan intencionalmente han adquirido una gran visibilidad social y se han transformado en una de las figuras contemporáneas del sujeto sufriente. Diversos estudios psico-médicos han proporcionado un análisis de las razones de esta práctica y de los problemas asociados a ella (impulsividad, depresión, comportamiento suicida, etc.). Sin embargo, en estos estudios se ha dado poca importancia a la experiencia subjetiva y a la vida cotidiana de los adolescentes, al lenguaje que utilizan para describir su sufrimiento, así como a las representaciones de los profesionales de la salud y sus prácticas de cuidado. El propósito de esta tesis es estudiar las dimensiones subjetivas y socioculturales de las prácticas auto-lesivas en la adolescencia. ¿Cuáles son los principales cambios en las taxonomías y las explicaciones etiológicas de la autolesión? ¿Qué sentidos le atribuyen los adolescentes y cómo se experimenta en su vida cotidiana? ¿Cuáles son las representaciones, actitudes y prácticas de los profesionales de la salud mental respecto a estos fenómenos? Para responder a estas preguntas, esta tesis se basa en un análisis de literatura secundaria y un estudio etnográfico, realizado mediante observación y entrevistas, en instituciones de salud mental de Santiago (Chile) y París (Francia), entre adolescentes de 12 a 19 años (n=40) y profesionales de la salud (n=51). Los diferentes niveles de análisis permiten mostrar cómo el "corte" o la "scarification" se ha convertido en una práctica posible para los adolescentes, sus usos sociales y el tipo particular de tono emocional asociado a esta práctica en cada sociedad ("rabia" en Chile y "angoisse" [angustia] en Francia). Si bien la autolesión aparece como una forma de regulación emocional, los relatos de los adolescentes muestran que se trata simultáneamente de una forma de regulación social, una estrategia paradójica de autocuidado que restaura la continuidad de la vida ordinaria en momentos en que el individuo se enfrenta a una sensación de pérdida de control y a una experiencia de crisis de la capacidad de acción. La tesis muestra además las diferencias de énfasis entre una perspectiva familiarista que interpreta este comportamiento como síntoma de una "familia disfuncional" (Chile) y una que lo interpreta como una forma de "paso al acto" que refleja los excesos de los "estados fronterizos" (Francia). A partir de una descripción de las prácticas terapéuticas y de cuidado, se analizan también las lógicas culturales de los rituales terapéuticos y las principales dificultades para la gestión institucional de la autolesión. La perspectiva comparativa de singularización por contraste que asume este estudio permite subrayar los vínculos entre los sistemas de representaciones colectivas, valores y creencias, y una gramática del sufrimiento que regula cómo se expresan, califican y tratan las emociones y las diversas formas de malestar en dos sociedades individualistas

Adolescents engage in risk behaviors at an alarming rate, and particularly when they are with peers. Despite efforts to develop prevention and intervention programs, rates of risk-taking among adolescents is still relatively high. Adolescents continue to engage in physical fights and aggressive behavior, use substances such as alcohol and illicit drugs, and make decisions that impact driving and motor vehicle incidents. The regulation of emotions plays a significant role in adolescents’ decisions to engage in such risk behaviors.Examining adolescents’ emotion expression and regulation is therefore critical to identifying ways to support positive development. This dissertation project explored important regulatory mechanisms that underlie adolescents’ behavior in 108 adolescents, by examining synchrony between emotion expression and physiological arousal (change from baseline heart rate to tasking heart rate)during a risk-taking task. The study also assessed the extent to which the social context of peers shifts emotion expression and physiological arousal, and whether this is associated with adolescents’ behavioral and social outcomes, and if these associations vary by gender. Study results suggest that the presence of a peer influences adolescents’ emotion expression. Specifically, adolescents showed greater expression of emotion when completing a risk-taking task in the presence of a peer, than when they completed the task alone. Additionally, adolescent girls are generally more expressive than their male counterparts and equally expressive alone and with a peer, but adolescent boys express more when they are with a peer than when they are alone. Synchrony between emotion expression and physiological arousal was not evident, however results of supplemental analyses suggest that physiological arousal (change from baseline heart rate to heart rate during the task)plays a moderating role in the association between emotion expression and social competence. Findings from the proposed study may inform intervention and policy efforts to understand and promote positive development among adolescents. In particular, results may shift how adults understand and respond to adolescent behavior in social contexts such as classrooms.

Cette thèse est une contribution à la connaissance de ce qu’est la communication entre les humains au moment où ceux-ci privilégient les machines pour se parler. Les adolescents, en particulier, s’éloignent de plus en plus les uns des autres au profit de messages sur leur smartphone. L’effort de la relation est troqué contre un simple échange d’information à distance. Or cette problématique est une opportunité : en évitant de se confronter aux désagréments de la communication, les adolescents nous enseignent justement ce qui la constitue. Pendant nos trois ans d’enquête auprès d’eux, l’hypothèse première était de nous laisser perturber par leurs histoires pour faire avancer la connaissance. Nous les avons donc observé dans leur milieu avant de les écouter au cours de « récits de vie », une méthode anthropologique qui permet l’interdisciplinarité. Ainsi se croisent dans nos analyses la biologie, la psychologie, la philosophie et les apports des sciences sociales dans une articulation entre le terrain et la théorie. À chaque rencontre, de nouvelles pistes ont fait bifurquer nos lectures et nos concepts. Puis le contexte du XXIème siècle a finalement révélé que l’adolescence se nourrit à la fois d’information et de communication, ce qui a nécessité la constitution d’un nouveau modèle pour aborder cette période de la vie : « Le stade du pendule ». Au fil de leurs récits, les adolescents nous ont guidés vers des questions imprévues. Nous n’avons donc pas seulement décrit les relations entre les humains, mais plutôt dévoilé ce que ces derniers nous apprennent en évitant l’expérience de l’autre en face-à-face. Des concepts comme l’homéostasie, la résistance, les sentiments, la parole ou encore la mémoire viennent animer les discussions. Enfin, nous avons recréé la chronologie de l’enquête pour en faire un récit original qui prend forme tout au long du manuscrit. Notre pensée s’organise par une narration d’expériences, d’émotions et de controverses théoriques inscrites en sciences de l’information et de la communication
This thesis is a contribution to the knowledge of what is communication between humans at a time when they prefer machines to talk to each other. Adolescents, in particular, are moving further and further away from each other in favor of messages on their smartphone. The effort of the relationship is exchanged for a simple exchange of information at a distance. But this problem is an opportunity: by avoiding the inconveniences of communication, teenagers teach us precisely what constitutes it. During our three years of investigation with them, the first hypothesis was to let ourselves be disturbed by their stories in order to advance knowledge. We therefore observed them in their environment before listening to them in the course of life stories, an anthropological method that allows for interdisciplinarity. Thus, in our analyses, biology, psychology, philosophy and the contributions of the social sciences intersect in an articulation between the field and theory. At each meeting, new paths have branched off our readings and concepts. Then the context of the 21st century finally revealed that adolescence feeds on both information and communication, which necessitated the constitution of a new model to approach this period of life: "The pendulum stage". Through their stories, adolescents have guided us towards unexpected questions. Thus, we not only described the relationships between humans, but rather revealed what they teach us by avoiding the face-to-face experience of the other. Concepts such as homeostasis, resistance, feelings, speech and memory animated the discussions. Finally, we have recreated the chronology of the investigation to create an original narrative that takes shape throughout the manuscript. Our thinking is organized by a narrative of experiences, emotions and theoretical controversies inscribed in information and communication sciences

It is well known that adolescence is a difficult stage of development, involving various aspects of development, namely biological, cognitive, social and emotional development. More recent research indicates that the turbulence and stress in adolescence are exaggerated to a great extent (Berk, 2006); yet the youth of today seem increasingly unhappy. Eating disorders, depression and suicide are some of the problems that occur more frequently in adolescence than before adolescence (Barlow & Durand, 2005). Adolescence may also involve that youth become reluctant to spend time with their parents and that they become more likely to engage in arguments with their parents. Research indicates that both parents and adolescents report that they feel less close to each other during this time (Steinberg & Morris, 2001). The purpose of this study was to investigate what adolescents' experiences were of their relationship with their parents, what influence the parent-adolescent relationship (as perceived by the adolescent) has on adolescent emotional-well-being, as well as to determine whether or not adolescents' emotional well-being can be predicted by the parent-adolescent relationship. A quantitative cross-sectional survey research design was used for the purpose of this study. The selected sample included grade 9 to l I learners at various secondary schools who fitted the selection criteria (N = 257). Data collection took place by means of various validated questionnaires to measure the parent-adolescent relationship: The Family Satisfaction Scale (Olson & Wilson, 1982), The Parent- adolescent Communication Scale (Barnes & Olson, 1982), The Inventory of Parent and Peer Attachment (IPPA) of Armsden and Greenberg (1987). To measure adolescent emotional well-being, The Emotional Intelligence Scale (E LS) of Schutte et al. ( 1998), The Fortitude Questionnaire (FORQ) of Pretorius ( 1997), The Affectometer (AFM) of Kammann and Flett ( l 983), The General Hea lth Questionnaire (GHQ) of Goldberg and Hillier ( 1979) and a biographical questionnaire were used to gather demographic information. There were a total of 152 questions, and it took 30-45 minutes to complete. Data analysis was done by means of descriptive stati stics, reliabi lity and validity indices, correlation indices and t-tests; and Cohen's practical effect size was used to investigate significant differences. The results of the study indicate that the majority of adolescents in the research group rate their relationship with their parents positively, although significant differences were found between genders with regard to family satisfaction and between cultures with regard to parent-adolescent communication. The results also seem to indicate that higher manifestations of aspects of emotional well-being are experienced by the African youth than the white participants; and that a healthy parent-adolescent relationship can have a positive influence on adolescent emotional well-being. The parent-adolescent relationship served as a predictor of adolescent emotional well-being, while attachment anger and family cohesion were found to be the strongest predictors of this.
Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2010.

Die Dissertation besteht aus drei empirischen Beiträgen zur Analyse moralischer Emotionen sowie einer zusammenfassenden und integrierenden Synopse. Im Rahmen der Arbeit wird dabei zunächst (1) eine umfassende Theorie zur Klassifikation und Entstehungsbedingungen moralischer Emotionen entwickelt. Darauf aufbauend wird (2) die Entstehung moralischer Emotionen im Setting der Schule anhand der Urteile von Lehrern und Schülern sowie (3) unter entwicklungspsychologischer Perspektive überprüft. Die vorgeschlagene und empirisch überprüfte Theorie ermöglicht erstmals eine übergreifende Analyse der Entstehungsbedingungen moralischer Emotionen. Die Befunde werden vor dem Hintergrund der bisherigen Forschung zu einzelnen moralischen Emotionen diskutiert.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 69-73).

High prevalence rates exist for physical (i.e., threatened or actual physical force) and relational (i.e., actions meant to harm another’s social relationships) aggression within early adolescence, and these behaviors lead to detrimental social, physical, and mental health outcomes. Thus, there is a need to identify risk and protective processes related to these subtypes of aggression, especially those that can inform violence prevention efforts. Prior studies including early adolescents have shown emotion dysregulation to be a risk factor for aggression. However, few studies have incorporated the emotional competence process of poor emotional awareness, which may be a risk factor for emotion dysregulation and, in turn, for aggression. Furthermore, little research has assessed relations between subtypes of emotion dysregulation (i.e., anger and sadness) and physical and relational aggression. The current study examined longitudinal relations between poor emotional awareness and these subtypes of emotion dysregulation and aggression, as well as concurrent pathways between the emotion dysregulation and aggression variables. Exploratory tests for gender differences were also conducted. Rating scales were collected from 528 sixth graders (51% girls, 49% boys; missing data n = 8) and their teachers over a six month period in the fall and spring of the school year. Across the full sample, 65% of students identified as African-American, 19% European-American, 2%, Hispanic Latino, 11% Multiracial, and 3% as “Other”(missing data n = 8). Results indicated no significant differences by gender in the strength of relations between study variables. Poor emotional awareness was not directly related to changes in subsequent frequency of physical or relational aggression. However, poor emotional awareness at Time 1 was associated with later rates of anger and sadness dysregulation. Furthermore, an indirect effect was found for poor emotional awareness on both physical and relational aggression via anger dysregulation, and this was true for student- and teacher-rated outcomes. Sadness dysregulation showed a negative concurrent association with teacher-rated physical aggression; and there was an indirect effect of poor emotional awareness on teacher-rated physical aggression via sadness dysregulation. Study findings have important implications for theoretical treatises, youth violence prevention programs, and future directions for research, which are all discussed.

The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.

Although prior research suggests that ER development typically exhibits a positive growth trajectory across adolescence as prefrontal brain regions continue to mature, individual differences in the rate of development have yet to be fully elucidated. The present study illustrates developmental processes in which family context (i.e., socioeconomic status, parent perceived stress, and family emotional climate) influences developmental trajectories of emotion regulation using both growth curve and latent change score analyses. The sample included 167 adolescents (53% males) who were first recruited at age 13 or 14 years and assessed annually four times. Our results support the mediating role of family emotional climate in the association between socioeconomic status and changes in emotion regulation, but not parent perceived stress. Our findings emphasize the constraints placed on ER development as a result of low SES and highlight the need for intervention efforts at proximal levels, such as the family emotional climate, for adolescents who face such distal risk factors.
M.S.
Given continued brain development across the period of adolescence and maturation in specific brain regions related to emotion regulation (the ability to change the experience or expression of an emotion), we expected that emotion regulation abilities would also continue to develop during this period. We were also interested in understanding what family contextual factors may be influencing how emotion regulation develops. For example, we expected that family economic and social position (including education level, income, aid, and satisfaction with finances), parent stress, and the family emotional climate (the degree of both positive and negative emotionality expressed within the family unit through parenting practices and the quality of the parent child relationship) would affect how emotion regulation unfolds in adolescents. That is, we predicted that families demonstrating a higher socioeconomic status, less parental stress, and better parenting practices would create safe and supportive contexts to learn and practice emotion regulation skills, resulting in adolescents with more adaptive emotion regulation abilities. We tested our hypotheses using longitudinal analyses from 167 adolescent participants and their parents. Our results demonstrate that parent stress is not directly related to emotion regulation development, but that socioeconomic status is related to emotion regulation development through family emotional climate. Such results suggest that for adolescents who may be at risk for developing poor emotion regulation abilities, their family can be taught skills related to improving parenting and the quality of the relationship between parent and adolescent in order to lessen the possibility of that outcome.

Depression- och ångestsymtom, som kan beskrivas som en del av emotionell ohälsa, är ett frekvent och växande problem inom den svenska ungdomspopulationen. Både en hög komorbiditet samt könsskillnader i ohälsa kan observeras. Samband mellan emotionsreglering och ohälsa har under senare år erhållit ett brett empiriskt stöd. Denna longitudinella studie syftade till att undersöka emotionsreglerings roll som mediator i utvecklandet av emotionell ohälsa över tid samt om det eventuella sambandet modereras av kön. Analyser visade att emotionsreglerings-strategierna kognitiv emotionsreglering och beteendemässigt undvikande medierade sambandet. Detta skiljde sig även åt mellan könen vad gäller kognitiv emotionsreglering. Utifrån studiens resultat dras slutsatsen att emotionsreglering kan utgöra en del av förklaringen av ökad emotionell ohälsa över tid hos ungdomar. Detta samband tycks även vara mer gällande för flickor.
Depressive and anxiety symptoms, which can be classified as types of emotional distress, anre common and growing issues among Swedish youth. Substantial comorbidity and gender differences concerning emotional distress have been observed. The relationship between emotion regulation and emotional distress have obtained convincing empirical support during the last couple of decades. This longitudinal study aimed to investigate the mediating role of emotion regulation in the development of emotional distress over time. The question of gender as a moderator of the relationship was also addressed. Analysis indicate that two emotion regulation strategies, cognitive emotion regulation and behavioral avoidance, do mediate the relationship. Gender differences were found in the cognitive strategy. The results of the study indicate that emotion regulation could be a part of the explanation for the increase of adolescent emotional distress over time. This relationship also seem to be more distinct for girls.

Objectives: To determine if emotion regulation mediates the link between emotional maltreatment and disordered eating behaviour in a community sample of adolescents. Design and method: Participants were 222 secondary school pupils (aged 14-18 years) from a state high school in a rural area in Scotland. Standardised questionnaire measures were used to gather data on history of emotional abuse and neglect using the Childhood Trauma Questionnaire (CTQ), emotion regulation strategies using the Regulation of Emotions Questionnaire (REQ) and subclinical disordered eating behaviour using the Eating Attitudes Test (EAT-26) and the Dutch Eating Behaviour Questionnaire (DEBQ). Pearson correlation and multiple mediation analyses were conducted to determine significant relationships and to identify whether dysfunctional emotion regulation was a mediator of the relationship between emotional maltreatment and disordered eating behaviour. Results: Multiple mediation analyses found both emotional abuse and emotional neglect to have a significant direct relationship with EAT-26 total score and DEBQ restraint scores - mediated by internal dysfunctional emotion regulation (with external dysfunctional emotion regulation also being a significant mediator in the analysis with emotional neglect and EAT-26 total). The direct relationship between emotional abuse/neglect and DEBQ emotional eating scores was non-significant, although a specific indirect effect through internal dysfunctional emotion regulation was observed. Conclusions: To the best of the author‟s knowledge, this is the first study which has looked at history of emotional maltreatment and disordered eating behaviour focussing on the influence of emotion regulation in particular. Results were indicative of significant indirect effects between emotional abuse and neglect and all measures of disordered eating through internal dysfunctional emotion regulation. Findings suggest the role of emotion regulation warrants further study in the research on childhood maltreatment and disordered eating behaviour.